SHS2 Arabic · Semester 2 Week 19: Creative Writing

Lesson notes

Learning Objectives

Indicator: 2.4.3.LI.2 - Write a story using one of the famous quotes as the theme, with a complete plot, characterisation and stylistic devices

By the end of the lesson, learners can:

Select one famous Arabic quotation and explain in their own words the theme or central message it communicates.
Identify the elements of a complete plot (beginning, rising action, climax, falling action, resolution) in a short model story.
Create two to three characters and describe their traits, motivations, and roles in a story outline.
Use at least two stylistic devices (such as simile, metaphor, personification, or dialogue) in a short story draft.
Write a complete short story of 8 to 12 sentences in Arabic, using a chosen quotation as its theme, with a clear plot and characterisation.

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Curriculum details

Strand: Writing (Strand 4)
Sub-strand: Creative Writing (4.3)
Content standard: 2.4.3.CS.2 - Demonstrate knowledge and creativity in adapting famous quotations to compose stories using simple narrative structure. 2.4.3.LO.1 Write a story from personal experiences using simple literary devices 2.4.3.LO.2 Compose, in your own words and imagination, a simple story, applying characterisation and plot.
Indicator: 2.4.3.LI.2 - Write a story using one of the famous quotes as the theme, with a complete plot, characterisation and stylistic devices
Suggested placement: Semester 2, Week 19 (Week 39 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 243

Exemplars (from the NaCCA curriculum)

Project-Based Learning, Inquiry-Based, Think-Pair Share Activities, Creative Exercises:
- The teacher introduces the art of writing a story and takes learners through the steps of putting together a simple narrative fiction through strong written visuals with an emotional impact.
- Through group work, Learners are asked to write their own story using one the following quotations as the theme of their story: -عصفور باليد خير من عشرة على الشجرة - اتق شر من أحسنت إليه
- ال تؤجل عمل اليوم إلى غد خير الكلام ما قل ودل .ما خاب من استشار-
Flexible- pace learning: Faster writing students will enjoy the facility to complete extension tasks, while slow listening learners have an opportunity to complete their exercise at a more comfortable speed.
Collaborative learning:
- Forming mixed-ability groups of learners gives high achievers a platform to tell their observations, while it gives lower ability learners a way of collaborating with and learning from their peers.
- Allocating different times and opportunity to each member of the group to make an input can help learners organise themselves according to their different skills and capabilities.
Learning Stations: Individual learning stations/groupings which are based on visual, auditory, and kinaesthetic learning, are supported with their different learning styles, where audio-visual subtitles are incorporated in listening exercises to cater for the various learning styles.

Assessment (2.4.3.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding.
Teaching and Learning Resources:
- Textbooks and Reading materials.
- Multimedia facilities.
- Audio-visual materials.
- Arabic dictionary.
- Flash cards.